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This book examines the history of Jewish education from the Biblical period to the present. It traces how Jews have formally and informally transmitted their culture and worldview over the years, with particular attention to the shift from premodernity to modernity and to the unique opportunities and challenges of contemporary American Jewish education. Its authors combine historical background and insight with educational expertise to provide a robust portrait of the cultures and contexts of Jewish education and address possibilities for the future.
In Becoming the People of the Talmud, Talya Fishman examines ways in which circumstances of transmission have shaped the cultural meaning of Jewish traditions. Although the Talmud's preeminence in Jewish study and its determining role in Jewish practice are generally taken for granted, Fishman contends that these roles were not solidified until the late eleventh and early twelfth centuries. The inscription of Talmud—which Sefardi Jews understand to have occurred quite early, and Ashkenazi Jews only later—precipitated these developments. The encounter with Oral Torah as a written corpus was transformative for both subcultures, and it shaped the roles that Talmud came to play in Jewish life. What were the historical circumstances that led to the inscription of Oral Torah in medieval Europe? How did this body of ancient rabbinic traditions, replete with legal controversies and nonlegal material, come to be construed as a reference work and prescriptive guide to Jewish life? Connecting insights from geonica, medieval Jewish and Christian history, and orality-textuality studies, Becoming the People of the Talmud reconstructs the process of cultural transformation that occurred once medieval Jews encountered the Babylonian Talmud as a written text. According to Fishman, the ascription of greater authority to written text was accompanied by changes in reading habits, compositional predilections, classroom practices, approaches to adjudication, assessments of the past, and social hierarchies. She contends that certain medieval Jews were aware of these changes: some noted that books had replaced teachers; others protested the elevation of Talmud-centered erudition and casuistic virtuosity into standards of religious excellence, at the expense of spiritual refinement. The book concludes with a consideration of Rhineland Pietism's emergence in this context and suggests that two contemporaneous phenomena—the prominence of custom in medieval Ashkenazi culture and the novel Christian attack on Talmud—were indirectly linked to the new eminence of this written text in Jewish life.
The rise of printing had major effects on culture and society in the early modern period, and the presence of this new technology—and the relatively rapid embrace of it among early modern Jews—certainly had an effect on many aspects of Jewish culture. One major change that print seems to have brought to the Jewish communities of Christian Europe, particularly in Italy, was greater interaction between Jews and Christians in the production and dissemination of books. Starting in the early sixteenth century, the locus of production for Jewish books in many places in Italy was in Christian-owned print shops, with Jews and Christians collaborating on the editorial and technical processes of book production. As this Jewish-Christian collaboration often took place under conditions of control by Christians (for example, the involvement of Christian typesetters and printers, expurgation and censorship of Hebrew texts, and state control of Hebrew printing), its study opens up an important set of questions about the role that Christians played in shaping Jewish culture. Presenting new research by an international group of scholars, this book represents a step toward a fuller understanding of Jewish book history. Individual essays focus on a range of issues related to the production and dissemination of Hebrew books as well as their audiences. Topics include the activities of scribes and printers, the creation of new types of literature and the transformation of canonical works in the era of print, the external and internal censorship of Hebrew books, and the reading interests of Jews. An introduction summarizes the state of scholarship in the field and offers an overview of the transition from manuscript to print in this period.
The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education and its cognate fields world-wide. Their submissions make a significant contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century. The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education. Teaching and Learning: focusing on areas of curriculum and engagement Applications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults. Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations. This comprehensive collection of articles providing high quality content, constitutes a difinitive statement on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.
This book is aimed at Improving contemporary educational practice by rooting it in clear analytical thinking. The book utilizes the analytic approach to philosophy of education to elucidate the meaning of the terms: ‘education’; ‘moral education; ‘indoctrination?; ;’‘contemporary American Jewish education’’; ‘informal Jewish education?; ’‘the Israel experience’; and? Israel education?. The final chapter of the book presents an educator’s credo for 21st-century Jewish education and general education. Barry Chazan is Professor Emeritus of the Hebrew University of Jerusalem and Research Professor at the George Washington University Graduate School of Education and Human Development.
A thirteenth-century text purporting to represent a debate between a Jew and a Christian begins with the latter's exposition of the virgin birth, something the Jew finds incomprehensible at the most basic level, for reasons other than theological: "Speak to me in French and explain your words!" he says. "Gloss for me in French what you are saying in Latin!" While the Christian and the Jew of the debate both inhabit the so-called Latin Middle Ages, the Jew is no more comfortable with Latin than the Christian would be with Hebrew. Communication between the two is possible only through the vernacular. In Vernacular Voices, Kirsten Fudeman looks at the roles played by language, and especially medieval French and Hebrew, in shaping identity and culture. How did language affect the way Jews thought, how they interacted with one another and with Christians, and who they perceived themselves to be? What circumstances and forces led to the rise of a medieval Jewish tradition in French? Who were the writers, and why did they sometimes choose to write in the vernacular rather than Hebrew? How and in what terms did Jews define their relationship to the larger French-speaking community? Drawing on a variety of texts written in medieval French and Hebrew, including biblical glosses, medical and culinary recipes, incantations, prayers for the dead, wedding songs, and letters, Fudeman challenges readers to open their ears to the everyday voices of medieval French-speaking Jews and to consider French elements in Hebrew manuscripts not as a marginal phenomenon but as reflections of a vibrant and full vernacular existence. Applying analytical strategies from linguistics, literature, and history, she demonstrates that language played a central role in the formation, expression, and maintenance of medieval Jewish identity and that it brought Christians and Jews together even as it set them apart.
From the last decades of the nineteenth century through the late 1930s, the West Bohemian spa towns of Carlsbad, Franzensbad, and Marienbad were fashionable destinations for visitors wishing to "take a cure"—to drink the waters, bathe in the mud, be treated by the latest X-ray, light, or gas therapies, or simply enjoy the respite afforded by elegant parks and comfortable lodgings. These were sociable and urbane places, settings for celebrity sightings, match-making, and stylish promenading. Originally the haunt of aristocrats, the spa towns came to be the favored summer resorts for the emerging bourgeoisie. Among the many who traveled there, a very high proportion were Jewish. In Next Year in Marienbad, Mirjam Zadoff writes the social and cultural history of Carlsbad, Franzensbad, and Marienbad as Jewish spaces. Secular and religious Jews from diverse national, cultural, and social backgrounds mingled in idyllic and often apolitical-seeming surroundings. During the season, shops sold Yiddish and Hebrew newspapers, kosher kitchens were opened, and theatrical presentations, concerts, and public readings catered to the Jewish clientele. Yet these same resorts were situated in a region of growing hostile nationalisms, and they were towns that might turn virulently anti-Semitic in the off season. Next Year in Marienbad draws from memoirs and letters, newspapers and maps, novels and postcards to create a compelling and engaging portrait of Jewish presence and cultural production in the years between the fin de siècle and the Second World War.
This book is a series of essays in honor of John and Bea Carter--John Carter being one of the most influential educators in this generation of the world-wide Assemblies of God movement. This wide influence is reflected in the contributing authors, all of whom have extensive ministry experience in the Majority World. The articles themselves reflect great variety in approaches to theological education; historical, theological, pneumatological, missiological, psychological and philosophical, etc. All of these are important in cross-cultural theological education in the 21st century.
David B. Ruderman's groundbreaking studies of Jewish intellectuals as they engaged with Renaissance humanism, the Scientific Revolution, and the Enlightenment have set the agenda for a distinctive historiographical approach to Jewish culture in early modern Europe, from 1500 to 1800. From his initial studies of Italy to his later work on eighteenth-century English, German, and Polish Jews, Ruderman has emphasized the individual as a representative or exemplary figure through whose life and career the problems of a period and cultural context are revealed. Thirty-one leading scholars celebrate Ruderman's stellar career in essays that bring new insight into Jewish culture as it is intertwined in Jewish, European, Ottoman, and American history. The volume presents probing historical snapshots that advance, refine, and challenge how we understand the early modern period and spark further inquiry. Key elements explored include those inspired by Ruderman's own work: the role of print, the significance of networks and mobility among Jewish intellectuals, the value of extraordinary individuals who absorbed and translated so-called external traditions into a Jewish idiom, and the interaction between cultures through texts and personal encounters of Jewish and Christian intellectuals. While these elements can be found in earlier periods of Jewish history, Ruderman and his colleagues point to an intensification of mobility, the dissemination of knowledge, and the blurring of boundaries in the early modern period. These studies present a rich and nuanced portrait of a Jewish culture that is both a contributing member and a product of early modern Europe and the Ottoman Empire. As director of the Herbert D. Katz Center for Advanced Judaic Studies at the University of Pennsylvania, Ruderman has fostered a community of scholars from Europe, North America, and Israel who work in the widest range of areas that touch on Jewish culture. He has worked to make Jewish studies an essential element of mainstream humanities. The essays in this volume are a testament to the haven he has fostered for scholars, which has and continues to generate important works of scholarship across the entire spectrum of Jewish history.
Engage fourteen essays from an international group of experts There is little direct evidence for formal education in the Bible and in the texts of Second Temple Judaism and early Christianity. At the same time, pedagogy and character formation are important themes in many of these texts. This book explores the pedagogical purpose of wisdom literature, in which the concept of discipline (Hebrew musar) is closely tied to the acquisition of wisdom. It examines how and why the concept of musar came to be translated as paideia (education, enculturation) in the Greek translation of the Hebrew Bible (Septuagint), and how the concept of paideia was deployed by ancient Jewish authors writing in Greek. The different understandings of paideia in wisdom and apocalyptic writings of Second Temple Judaism are this book's primary focus. It also examines how early Christians adapted the concept of paideia, influenced by both the Septuagint and Greco-Roman understandings of this concept. Features A thorough lexical study of the term paideia in the Septuagint Exploration of the relationship of wisdom and Torah in Second Temple Judaism Examination of how Christians developed new forms of pedagogy in competition with Jewish and pagan systems of education